The textbook is often a primary resource for teachers in elementary content areas, and it is often used to the exclusion of other resources. Research indicates that students may not have sufficient exposure to elements of nonfiction texts in order to be successful when encountering them in the content area. For many years, there has been little attention paid to teaching students to understand and interpret the visual images. The benefits of learning to understand visual images extend beyond the classroom into daily interaction with text and media. For the purpose of this study, Texas State-approved textbooks for Social Studies for Grade 1-5 from three textbook publishers selected were selected. A descriptive content analysis was used to collect information about the graphs, charts, and tables, and analyzed using frequency counts. Conclusions drawn from this study indicate there is a need to add more non-text elements in Social Studies textbooks.